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Supporting Students with Emotional and Behavioral Problems - Coggle Diagram
Supporting Students with Emotional and Behavioral Problems
Chappter 2
Schoolwide Positive Behavior Support
Framework for improving student behavior and leanring environments
Focuses on prevention, teaching appropriate behavior, and using data to make decisions
Emphasizes consistency, positive reinforcement, and schoolwide systems
Features of schoolwide positive behavior support
A different Perscpctive
Moves away from punishment-based discipline
Sees challenging behavior as skill deficit, not willful defiance
Emphasizes understanding the why behind student behavior
Advocates for empathy and support, not blame
A proactive Approach
Focus on preventing problem behaviors before they start
Involves setting clear expectations, modeling behavior, and providing support early
Uses environmental modifications and structured routines to reduce triggers
Encourages positive reinforcement and regular monitoring
An instructional Approach
Behavior is taught explicitly like academic skills
Students learn expectations through direct instruction, modeling, and practice
Reinforcement and feedback help build appropriate behaviors
Ongoing assessment guides instruction and supports
A System Approach
Involves the entire school community: teachers, admin, support staff, families
Emphasizes schoolwide consistency in expectations and consequences.
Policies, procedures, and supports are aligned and integrated
Promotes sustainability through leadership, training, and evaluation
A collaborative process
Requires input and teamwork from all stakeholders
Teams make data-based decisions and share responsibilities
Family and community engagement is vital
Promotes shared ownership and collective responsibility for outcomes
Tiered Prevention Model
Tier 1
For all students
Clear expectations, rules, and routines schoolwide
Social-emotional learning (SEL) and behavior instruction
Universal screening, recognition systems, and regular data review
Tier 2
For students at risk
Small group interventions focused on specific skills (e.g., anger management, self-regulation)
Increased adult attention and monitoring
Progress monitoring and decision-making based on data
Tier 3
For high-need students
Individualized behavior support plans
Functional Behavior Assessments (FBAs) guide intervention
Multi-disciplinary team involvement (e.g., counselors, psychologists, families)
Schoolwide Positive Behavior Support Implementation
Begins with building commitment from staff and leadership
Form a leadership team and provide training
Develop clear behavioral expectations and teaching plans
Create data systems to monitor behavior and fidelity
Ongoing coaching, professional development, and evaluation ensure sustainability
Chapter 11
Importance of Student Connectedness
A sense of belonging at school is a key protective factor.
Connected students are more likely to attend school, engage in learning, and avoid risky behaviors.
Strong relationships with teachers, peers, and staff reduce emotional and behavioral issues.
Tier 1 Strategies to Increase Student Connectedness
Parent and Family Involvement in School
Regular communication between school and home builds trust and consistency
Parents should be included in decision-making, school events, and student support planning
Family engagement helps reinforce expectations and connectedness at home
Culturally responsive practices strengthen partnerships
Improving Classroom Environments
Classrooms should be structured, predictable, and welcoming
Clear rules and consistent routines promote safety
Teachers build connections by showing empathy, using inclusive practices, and celebrating student success
Opportunities for student voice and choice increase motivation
Enhancing Protective Factors
Protective factors buffer students from negative outcomes
Includes high expectations, caring relationships, involvement in activities, and recognition
Teachers and schools can foster these by promoting student strengths and resilience
Enhancing Student Aspirations
Help students set and pursue meaningful goals
Provide access to role models and information about future opportunities (college, careers)
Celebrate achievements and growth
Link academics to real-world success
Tier 2 Strategies to Increase Student Connectedness
Reducing the Impact of Risk Factors
Identify and mitigate risks (e.g., trauma, poverty, peer rejection)
Provide early intervention and wraparound services
Foster resilience through skill-building and relationship supports
Mentoring Programs
Pair students with a trusted adult for consistent support
Mentors provide guidance, encouragement, and a safe outlet
Can be peer or adult-based; focus on relationships and positive identity development
Check and Connect
Tier 2–3 intervention for students at risk of disengagement
Involves a trained mentor who monitors attendance, behavior, and performance
Provides ongoing support, family involvement, and problem-solving
Builds long-term, trusting relationships with students
Addressing and Reducing Student Conflict
Teach conflict resolution and problem-solving skills
Use restorative practices to repair harm and build accountability
Model respectful communication and de-escalation techniques
Create safe spaces for students to express concerns
Tier 3 Strategies to Increase Student Connectedness
Increasing Relationships Among Schools and Other Youth-Serving Systems
Collaborate with mental health, juvenile justice, child welfare, and community organizations
Shared planning and data use to support the whole child
Break down silos between systems to provide consistent care
The Interconnected Systems Framework for Schoolwide Positive Behavior Support and School Mental Health
Integrates PBIS with school mental health services
Promotes a shared system of support across education and mental health sectors
Emphasizes prevention, early intervention, and multi-tiered supports
Uses data-driven decision-making and team-based implementation
Critical Role of Teams
Teams drive planning, implementation, and monitoring of supports
Include diverse voices: teachers, administrators, specialists, families, and community partners
Teams meet regularly, use data to make decisions, and adjust interventions
Collaboration enhances communication, consistency, and effectiveness